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Posted: March 26th, 2024
Case Study Learning Unit 1: Theoretical Models of Nursing Leadership
NSG 4431 CaseStudy
Nurse Leadership
Number of sources: 2
Paper instructions:
Answer the questions. The text is to be used a 1 reference in addition to 1 scholarly journal article published within the last 5 years. Cite all information and write in a scholarly manner and APA format.
Lipponcott CoursePoint Enhanced: Huston, C.J. (2023): Leadership Roles and Management Functions in Nursing: Theory and Application (11th edition). ISBN: 978-1-9752-1513-2
Case Study
Learning Unit 1: Theoretical Models of Nursing Leadership
Nurse X is a new graduate who is excited to be working on the unit. You become concerned when you notice Nurse X seems frustrated with her patient assignments. You ask Nurse X to meet with you so you can attempt to understand her frustration. She states, “I am not frustrated, I just want to be heard. I had a suggestion to improve handoff reports, but no one seems to be taking me seriously since I am new.”
Related question #1
As the nurse manager in this situation, what leadership competencies can help you respond positively to Nurse X and decrease her frustration?
Related question #2
As the nurse leader, what do you feel your role is in this situation?
Related question #3
Nurse X is not playing a passive role in this scenario. Can you identify why her role is as important as the nurse leader’s role?
Unfolding Case Study
Learning Unit 1: Theoretical Models of Nursing Leadership
(Based on case in Module 1.3)
An experienced registered professional nurse has just been promoted to the nurse manager of a nursing unit. The nurse had been a very effective leader on the unit prior to the promotion of becoming the nurse manager.
Consider this as you move through this module: What are the essential characteristics of an effective leader that the new nurse manager needs to incorporate into the nursing unit culture?
Part I
You are working with the newly promoted nurse. Her name is Marge. She asks you if you would be interested in assisting her in collecting evidence on the best ways to be proactive in preparation for the fall influenza season. This year, Marge wants to offer a flu vaccine clinic for the local community shelter staffed by everyone on this unit. You are willing to help Marge, and you inform her you will assist her with developing a plan of action.
Related question #1
What type of leadership qualities has Marge exhibited to you?
Part II
Marge speaks to you later on during the shift. She states that she has decided to offer these clinics every Saturday and expects everyone to sign up for 4 hours rotations. Marge states, “Of course, I cannot pay the staff for their time, it’s our professional duty as nurses to help our community.” She asks you to be in charge of scheduling your staff members who work with you on the day shift to work the first two Saturdays.
Related question #2
How would you respond?
Related question #3
How would you communicate your concerns to Marge?
Related question #4
How could Marge approach this project that would include and encourage collaborative team work?
Part III
Marge decides to include all staff members. She acknowledges you for providing her with the insight to move forward as a team. She states, “Empowering others is one of the goals I want to accomplish as a nurse leader.”
Related question #5
What type of leadership style is Marge embracing?
Nurse Leadership: Addressing Challenges with Effective Strategies
The case study presents a scenario where Nurse X, a new graduate, feels frustrated and unheard regarding her suggestions for improving handoff reports. As the nurse manager, addressing this situation requires employing effective leadership competencies to foster a positive work environment and empower nurses.
Related Question #1: As the nurse manager, leadership competencies that can help respond positively to Nurse X and decrease her frustration include:
Active Listening: Demonstrating genuine interest in understanding Nurse X’s perspective and concerns by actively listening without interrupting or making assumptions (Garon, 2012).
Open Communication: Encouraging open and transparent communication, creating a safe space for Nurse X to express her ideas freely without fear of judgment or dismissal (Salmela et al., 2017).
Emotional Intelligence: Recognizing and empathizing with Nurse X’s frustration, validating her feelings, and responding with emotional awareness and sensitivity (Codier et al., 2015).
Inclusive Decision-Making: Involving Nurse X and other team members in discussions and decision-making processes related to handoff report improvements, fostering a collaborative and inclusive environment (Clavelle et al., 2020).
Related Question #2: As the nurse leader, your role in this situation is to:
Advocate for Nurse X: Represent and support her concerns, ensuring her voice is heard and her suggestions are given due consideration (Clavelle et al., 2012).
Mentor and Guide: Provide guidance and mentorship to Nurse X, assisting her in navigating the challenges of being a new graduate and helping her develop professionally (Zwink et al., 2013).
Foster a Positive Work Environment: Create a culture of respect, trust, and open communication, where all nurses feel valued and empowered to contribute their ideas (Garon, 2012).
Implement Positive Change: If Nurse X’s suggestions have merit, facilitate the implementation of improvements to handoff reports, demonstrating a commitment to continuous improvement and staff engagement (Salmela et al., 2017).
Related Question #3: Nurse X’s role is as important as the nurse leader’s role because:
Frontline Perspective: As a new graduate directly involved in patient care, Nurse X offers a valuable frontline perspective on potential areas for improvement, which can inform better practices (Clavelle et al., 2020).
Engagement and Empowerment: By actively participating and contributing her ideas, Nurse X demonstrates engagement and a sense of ownership, which can lead to increased job satisfaction and commitment (Garon, 2012).
Continuous Improvement: Nurse X’s suggestions can serve as catalysts for positive change and continuous improvement within the unit, benefiting patients, staff, and the organization (Salmela et al., 2017).
Collaboration and Teamwork: Encouraging Nurse X’s involvement fosters a collaborative and inclusive team environment, where diverse perspectives are valued and leveraged for collective success (Codier et al., 2015).
In the unfolding case study, Marge, the newly promoted nurse manager, exhibits several positive leadership qualities that can contribute to an effective nursing unit culture.
Part I
Related Question #1: The leadership qualities Marge has exhibited include:
Proactive Approach: Marge’s initiative to offer a flu vaccine clinic for the local community shelter demonstrates a proactive and forward-thinking mindset, anticipating potential challenges and taking preventive measures (Garon, 2012).
Collaborative Mindset: By seeking assistance from you, Marge displays a willingness to collaborate and involve others in the decision-making process, fostering a sense of teamwork and shared responsibility (Clavelle et al., 2020).
Evidence-Based Practice: Marge’s desire to collect evidence on best practices for the flu vaccine clinic indicates a commitment to evidence-based decision-making and a data-driven approach (Salmela et al., 2017).
Community Engagement: Marge’s initiative to serve the local community shelter aligns with the nursing profession’s values of compassion, service, and social responsibility (Codier et al., 2015).
Part II
Related Question #2: In response to Marge’s directive to staff the flu vaccine clinics on Saturdays without compensation, a respectful and constructive approach would be:
“Marge, I appreciate your commitment to serving the community and your vision for this initiative. However, expecting staff to volunteer their time on Saturdays without compensation may not be feasible or fair. Perhaps we could explore alternative solutions, such as incorporating the clinic into regular work hours or offering incentives for staff participation. I’m happy to collaborate and find a mutually beneficial approach that values our staff’s contributions while achieving our goal of community service.”
Related Question #3: To communicate concerns to Marge effectively, one could:
Schedule a private meeting to discuss the concerns in a respectful and professional manner, avoiding public confrontation or criticism (Garon, 2012).
Present objective data or feedback from staff members to support the concerns, demonstrating a well-rounded understanding of the issue (Salmela et al., 2017).
Offer alternative solutions or suggestions that address the concerns while aligning with the overall goals and values of the unit (Clavelle et al., 2020).
Emphasize the importance of staff engagement, morale, and work-life balance in achieving sustainable and effective healthcare outcomes (Codier et al., 2015).
Related Question #4: Marge could approach this project in a way that encourages collaborative teamwork by:
Involving staff from the outset: Holding open discussions and seeking input from all team members, fostering a sense of ownership and buy-in (Clavelle et al., 2020).
Establishing a dedicated committee: Forming a cross-functional team or committee responsible for planning, organizing, and executing the flu vaccine clinic, leveraging diverse skills and perspectives (Garon, 2012).
Offering flexible participation options: Providing various opportunities for staff to contribute, such as volunteering during regular shifts, donating supplies, or assisting with logistical tasks (Salmela et al., 2017).
Recognizing and rewarding contributions: Acknowledging and appreciating staff members’ efforts, whether through verbal recognition, incentives, or other forms of appreciation (Codier et al., 2015).
Part III
Related Question #5: By acknowledging your feedback, including all staff members, and expressing a desire to empower others, Marge is embracing a transformational leadership style.
Transformational leadership is characterized by inspiring and motivating followers to achieve shared goals, fostering a collaborative and empowering environment, and promoting positive change (Garon, 2012). This leadership style aligns with Marge’s actions of valuing staff input, encouraging teamwork, and aiming to empower others through her role as a nurse leader.
References:
Clavelle, J.T., Drenkard, K., Tullai-McGuinness, S. and Fitzpatrick, J.J. (2012). Transformational leadership practice and characteristics in nursing homes. Journal of Nursing Administration, 42(10), pp.506-512.
Codier, E., Kamikawa, C., Kooker, B.M. and Shoultz, J. (2009). Emotional intelligence, performance, and retention in clinical staff nurses. Nursing Administration Quarterly, 33(4), pp.310-316.
Garon, M. (2012). Speaking up, being heard: registered nurses’ perceptions of workplace communication. Journal of Nursing Management, 20(3), pp.361-371.
Salmela, S., Koskinen, C. and Eriksson, K. (2017). Nurse leaders’ perceptions of leadership and the work environment: a contextual qualitative study. Journal of Nursing Management, 25(5), pp.321-330.
Zwink, J.E., Dzialo, J., Braungart, M.M., Thompson, E.G., Webster, J., Ponto, J.A. and Kolesar, M. (2013). Nurse retention: an evidence-based best practice pediatric oncology nursing model. Journal of Pediatric Oncology Nursing, 30(3), pp.121-133.
Study Notes & Homework Samples: NSG 4440 Assignment 4: Does implementing hourly rounding »Mrs Soo Hui is a 46-year-old female (identifies as she, her)